This case study describes the evolution of a center of pedagogy in El Paso, Texas, to prepare teachers in and for exemplary schools, sustain dialogue among partners, pursue the center's agenda, and critique and revise the undertaking. The paper provides a historical context, examining the role of state public policy and outside grant funding and describing the developmental process. A collaboration was created between the University of Texas El Paso and the El Paso public schools to design and implement a field-based, community-oriented, outcome-based teacher education program. The state's vision was to create educators who would establish schools as democratic learning centers where children could acquire the knowledge and skills necessary to become contributing, democratic citizens. Content and teaching standards for new and beginning teachers and revised certification frameworks were developed. Interdisciplinary faculty collaborated on external grant funding. The U.S. Department of Education funded the "Partnership for Teacher Quality and Quantity in El Paso" grant. A major activity of that grant was establishing the University Center for Teacher Preparation (a center of pedagogy). This center is not a physical location but a concept with a consensual framework supported by dedicated educators and leaders within the community. (SM)

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